Table of Contents
Reduction of stress is required for the university students to enhance the memorising power and prepare the study without distractions. Low level of stress decreases the time wastes and helps to make a good relationship among the students. Mindfulness is a key factor for maintaining stress among the students. As per the case scenario, there are two different viewpoints among Steve and Debbie. As per Steve, mindfulness is essential for reducing whether whereas Debbie does not agree with him. Therefore, the present essay analyses whether mindfulness reduces stress among university students. Thesis statement of the essay is that mindfulness can decrease the stress among the students and enhance their focus.
Mindfulness refers to a process of maintaining a moment-by-moment awareness of the feelings, thoughts, body sensations and pursuing a gentle thought about the environment. It becomes a popular intervention among the university students and it is effective to reduce the mental stress of the students. It has been identified from the research that mindfulness can improve symptoms of common mental disorders. As mentioned by Bravo, Pearson &Kelley (2018), school based interventions on mindfulness can have positive effects in reducing stress and wellbeing of the students. It is an effective measure if reducing the common health issues among the universitystudents and they can concentrate on their students more efficiently. Therefore, some of the universities go for implementing mindfulness training in the university to reduce stress and enhance memorizing power among the students.
As per the opinion ofNathalie Lyzwinski et al. (2018), mindfulness practices can enhance the ability of the students to recognise and regulate their emotion as well as decrease anxiety, depression and stress. It is an important factor for increasing focus and attention of the students and the university students can successfully observe and analyse their feelings and thoughts and provide judgement about a subject. It can enhance their knowledge and skills as well as gathering asymmetric knowledge becomes easier. The students can pay attention to their studies and a proper learning schedule can be maintained by them after focusing on the mind. It is beneficial for the attention deficit disorders among the students. As per a survey, 9% of the Australian universities involves applied mindfulness programs to improving the attention of the students (Galante et al., 2018).
Alongside, mindfulness can relieve the students from chronic pain, it is very useful for treating heart disease, lower blood pressure and improve sleep along with reduction of gastrointestinal difficulties (Zubair, 2018). It is beneficial for maintaining health for the students and it can also reduce possibilities of catching diseasesamong the students. A good health can also reduce absent possibilities from the university and the students can successfully engage, with the study programs of the university it is also effective to enhance knowledge of the students. It can also increase the interaction with the students with the teachers which is essential to obtain proper guidance related to the studies. The students can obtain psychological benefits from mindfulness.
Some mindfulness practices such as paying attention, focusing on breathing, living in the moment and believing own need to be practiced by the students to enhance mindfulness among them. For this purpose, the students need to be open minded and accept the opinion of others and pay attention to the activities of everyone and practice most official activities for them to increase mindfulness. In accordance with Mañas-Mañaset al. (2018), the students need to focus on a particular subject at a time without scattering their mind all over that enhances their capability of concentration and mindfulness. Alongside, it is identified that flexibility in thoughts and reprogramming their mind to the healthier and less stressful way is necessary for enhancing the possibilities of reinforcing the mind among the Australian university students.
Concentration can also be increased due to mindfulness and it can reduce the time of study as well as enhance the memorising power of the students that is necessary for obtaining a good grade in the study. As opined by Heidari&Morovati (2016), three components of mindfulness are attention, attitude and intention. Mediation practices are also a part of practicing mindfulness and it removes the barriers from the mind to gain full study experiences. Mind relation can also enhance the sensation among the students and helps them for achieving a state of alert. It enhances creativity and innovation possibilities among the students of the university and they can invent more innovative ways of studying, memorizing the subjects and enhancing knowledge.
“Mediation-to-Meaning” theory is a theory of mindfulness that allow an individual to remove the stress appraisal into the “metacognitive state of awareness” that widens attention of the individuals and gain the knowledge from previously unnoticed aspects of information about the life. It provides a positive psychological state to a person and reduces the daily stress related issues (Bamber & Schneider, 2016). It helps the students to maintain a positive learning structure and promote remotion regulated flexibility. It develops consistency in the studies of the university students. Stress management also can boost the immune system of the students and increases brain functioning. The students can prepare for the future stressful situations and positive emotional health can bring a positive work life balance. The students can overcome the stressful situation in the studies and become more interested in gathering a large amount of resources from different sources to gather knowledge and skills. Mindfulness also enhances collaboration between the students as well as between the teachers and students that is necessary for maintaining a healthy study environment.
On the other hand, it is noticed that if poor methodology is associated with the mindfulness practices and thereare possibilities of misinformation, it reduces the effectiveness of the result obtained from the mindfulness practices. It can lead to harm to the psychological state of the students and becomes a reason for disappointment of the students. Improper medication and low psychological approaches cannot improve thoughts and emotions of the students. As highlighted by Hyland (2016), the processes and practices of mindfulness are based on assumptions, therefore, the possibilities of success are not so high and reducing the stress through this process is difficult. Alongside, mental health problems enhance the risks of adverse impact of mindfulness. The individuals with post-traumatic disorder and medication are difficult and there is a possibility that the individual can re-experience the traumatic memories. Therefore, without proper methodologies, practices of mindfulness can enhance stress and trauma among individuals.
In conclusion, mindfulness is effective for reducing stress and anxiety among university students as it directs the thoughts and feelings of the students in a positive way. It enhances concentration and focus among the students that can help them in memorizing the subjects and maintain proper collaboration with peers and teachers. It is also beneficial for the students to decrease health related issues, blood pressure as well as improve the immune system that is necessary for the university students to maintain health and reduce the possibilities of absence from the lessons. It is necessary for them to engage more in the study processes and gain a large amount of knowledge.
Bamber, M. D., & Schneider, J. K. (2016). Mindfulness-based meditation to decrease stress and anxiety in college students: A narrative synthesis of the research. Educational Research Review, 18, 1-32.https://doi.org/10.1016/j.edurev.2015.12.004
Bravo, A. J., Pearson, M. R., & Kelley, M. L. (2018). Mindfulness and psychological health outcomes: A latent profile analysis among military personnel and college students. Mindfulness, 9(1), 258-270.https://link.springer.com/article/10.1007/s12671-017-0771-5
Galante, J., Dufour, G., Vainre, M., Wagner, A. P., Stochl, J., Benton, A., ...& Jones, P. B. (2018). A mindfulness-based intervention to increase resilience to stress in university students (the Mindful Student Study): a pragmatic randomised controlled trial. The Lancet Public Health, 3(2), 72-81.doi: 10.1016/S2468-2667(17)30231-1
Heidari, M., &Morovati, Z. (2016). The causal relationship between mindfulness and perceived stress with mediating role of self-efficacy, emotional intelligence and personality traits among university students. Electronic Journal of Biology, 12(4), 357-362.https://www.semanticscholar.org/paper/The-Causal-Relationship-between-Mindfulness-and-of-Heidari-Morovati/935661f02e5bc59be36cb7498188ae723f7bb4a0
Hyland, T. (2016). The limits of mindfulness: Emerging issues for education. British Journal of Educational Studies, 64(1), 97-117. https://doi.org/10.1080/00071005.2015.1051946
Mañas-Mañas, I., Franco-Justo, C., Cangas, A. J., & Soriano, E. (2018). Differential effect of level of self-regulation and mindfulness training on coping strategies used by university students. ; doi:10.3390/ijerph15102230
Nathalie Lyzwinski, L., Caffery, L., Bambling, M., &Edirippulige, S. (2018). University students’ perspectives on mindfulness and mHealth: a qualitative exploratory study. American Journal of Health Education, 49(6), 341-353. https://doi.org/10.1080/19325037.2018.1502701
Zubair, A. (2018). Mindfulness and Resilience as Predictors of Subjective Well-Being among University Students: A Cross Cultural Perspective. Journal of Behavioural Sciences, 28(2), 1-19.http://pu.edu.pk/images/journal/doap/PDF-FILES/01_v28_2_18.pdf
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